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The Effects of Blended Learning on Student Achievement: A Meta-Analysis Study

Year 2018, Volume: 33 Issue: 3, 776 - 802, 31.07.2018

Abstract

The aim of this study was to aggregate the results of experimental
studies investigating the effects of blended learning on student achievement in
Turkey carried out between 2000 and 2016 through a meta-analysis. The
examination of the efficacy of the blended learning in Turkish context is a
fruitful contribution to the relevant literature and teaching processes in
Turkey. In addition to revealing the overall impact of blended learning on
academic achievement through a single group implementation, the present study
includes comparisons and sub-group analyzes of blended learning vs.
face-to-face learning, blended learning vs. online learning, blended learning
vs. blended learning enriched with different techniques. The overall effect size
of the blended learning on academic achievement was calculated as 3.114 Cohen d
equaled to the eta squared value of .708. It means that blended learning has a
strong impact on student achievement with an added-value of 70.8% according to
the results of 32 experimental studies involving 1064 learners. Moreover, the
results of the study indicate that blended learning creates more positive
outcomes on student achievement when compared to face-to-face learning and
online learning. It was also found that blended learning enriched with
different techniques has more positive effects on student achievement than
traditional blended learning. It implies that blended learning can be used
effectively in association with contemporary approaches. The paper concludes by
offering some implications.

References

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  • Batdı, V. (2014). Harmanlanmış Öğrenme Ortamlarının Öğrencilerin Akademik Başarılarına Etkisi: Bir Meta-Analiz Çalışması. Journal of the Institute of Social Sciences Cankiri Karatekin University/Cankiri Karatekin Üniversitesi Sosyal Bilimler Enstitusu Dergisi, 12(1).
  • Bath, D. & Bourke, J. (2010). Getting started with blended learning. GIHE.
  • Bielawski, L. & Metcalf, D. S. (2003). Blended elearning: Integrating knowledge, performance, support, and online learning. Human Resource Development.
  • Bliuc, A. M., Goodyear, P., & Ellis, R. A. (2007). Research focus and methodological choices in studies into students' experiences of blended learning in higher education. The Internet and Higher Education, 10(4), 231-244. doi:10.1016/j.iheduc.2007.08.001
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex, UK: John Wiley.
  • Boyle, T., Bradley, C., Chalk, P., Jones, R., & Pickard, P. (2003). Using blended learning to improve student success rates in learning to program. Journal of educational Media, 28(2-3), 165-178.
  • Chen, D. G. D. & Peace, K. E. (2013). Applied meta-analysis with R. Boca Raton, London, New York: CRC Press.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2. edition). Hillsdale, NJ: Lawrence Earlbaum Associates.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th Edition). New York: Routledge.
  • Cooper, H., Hedges, L. V., & Valentine, J. C. (2009). The handbook of research synthesis and metaanalysis (2nd edition). New York: Russell Sage Publication.
  • Delialioğlu, Ö. (2004). Melez (hibrit) öğretimin bir bilgisayar ağları dersindeki belirli bilişsel ve duyuşsal öğrenme çıktıları üzerindeki etkinliği. Yayınlanmamış doktora tezi, ODTÜ, Eğitim Bilimleri Enstitüsü.
  • Driscoll, M. (2002). Blended learning: Let's get beyond the hype. Retrieved from http://www-07.ibm.com/services/pdf/blended_learning.pdf
  • Duval, S. & Tweedie, R. (2000). Trim and fill: a simple funnel‐plot–based method of testing and adjusting for publication bias in meta-analysis. Biometrics, 56(2), 455–463.
  • Dziuban, C., Hartman, J., Juge, F., Moskal, P., & Sorg, S. (2006). Blended learning enters the mainstream. The handbook of blended learning: Global perspectives, local designs, 195, 206.
  • Ekwunife-Orakwue, K. C. & Teng, T. L. (2014). The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments. Computers & Education, 78, 414-427.
  • Finn, A. & Bucceri, M. (2004). A case study approach to blended learning, Centra Software, Inc.
  • Friesen, N. (2012). Report: Defining blended learning. 29 Eylül 2016, http://learningspaces. org/papers/Defining_Blended_Learnin g_NF.
  • Garnham, C. & Kaleta, R. (2002). Introduction to hybrid courses. Teaching with technology today, 8(6), 1-2.
  • Garrison, D. R. & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.
  • Gecer, A. (2013). Lecturer-Student Communication in Blended Learning Environments. Educational Sciences: Theory and Practice, 13(1), 362-367.
  • Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C.J. Bonk ve C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 3-21). San Francisco, CA: Pfeiffer.
  • Güler, B. (2013). Karma öğrenme yönteminin ilköğretim fen ve teknoloji öğretmen adaylarının teknolojiye yönelik tutumlarına ve özdüzenleme ve bilimsel süreç becerilerine etkisi. Yayımlanmamış yüksek lisans tezi. Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.
  • Hara, N. & Kling, R. (1999). Students’ frustrations with a web-based distance education course. First Monday, 4(12).
  • Harding, A., Kaczynski, D., & Wood, L. (2005). Evaluation of blended learning: analysis of qualitative data. In Proceedings of uniserve science blended learning symposium, 56-61.
  • Herloa, D. (2015). Improving Efficiency of Learning in Education Master Programs, by Blended Learning. Procedia-Social and Behavioral Sciences, 191, 1304-1309.
  • Heterick, B. & Twigg, C. (Şubat 2003). The Learning MarketSpace. 5 Ocak 2017, http://www.center.rpi.edu/LForum/LM/Feb03.html.
  • Higgins, J. & Thompson, S. G. (2002). Quantifying heterogeneity in a meta‐analysis. Statistics in medicine, 21(11), 1539-1558.
  • Horn, M. B. & Staker, H. (2011). The rise of K-12 blended learning. Innosight institute.
  • İşman, A. (2011). Uzaktan eğitim. Pegem Akademi.
  • Jonas, D. & Burns, B. (2010). The transition to blended e-learning. Changing the focus of educational delivery in children's pain management. Nurse Education in Practice, 10(1), 1-7.
  • Karaman, S., Özen, Ü., Yıldırım, S., & Kaban, A. (Şubat). Açık kaynak kodlu öğretim yönetim sistemi üzerinden internet destekli (Harmanlanmış) öğrenim deneyimi. Akademik Bilişim Konferansı 2009’da sunulan bildiri, Harran Üniversitesi, Şanlıurfa.
  • Kashefi, H., Ismail, Z., & Yusof, Y. M. (2012). The Impact of Blended Learning on Communication Skills and Teamwork of Engineering Students in Multivariable Calculus. Procedia-Social and Behavioral Sciences, 56, 341-347.
  • Kaya, Z. (2014). Harmanlanmış öğrenmenin fen bilgisi öğretmen adaylarının küresel ısınma konusundaki teknolojik pedagojik alan bilgisi ve sınıf içi öğretim becerilerinin geliştirilmesi üzerine etkisi. Yayımlanmamış doktora tezi. Fırat Üniversitesi, Eğitim Bilimleri Enstitüsü, Elazığ.
  • Kirişçioğlu, S. (2009). Fen laboratuvar derslerinde harmanlanmış öğrenme etkinliğinin çeşitli boyutlarda incelenmesi. Yayınlanmamış yüksek lisans tezi. Celal Bayar Üniversitesi, Fen Bilimleri Enstitüsü, Manisa.
  • Kocaman Karoğlu, A., Kiraz, E., & Özden, M. Y. (2014). Yükseköğretimde karma bir dersin tasarımında iyi uygulama ilkeleri. Education ve Science/Egitim ve Bilim, 39(173).
  • Lenhard, W. & Lenhard, A. (2016). Calculation of Effect Sizes. available: https://www.psychometrica.de/effect_size.html Bibergau (Germany): Psychometrica. DOI: 10.13140/RG.2.1.3478.4245
  • Lim, D. H. & Morris, M. L. (2009). Learner and instructional factors influencing learning outcomes within a blended learning environment. Educational Technology ve Society, 12(4), 282-293.
  • Lipsey, M. W. ve Wilson, D. B. (2001). Practical meta-analysis. Applied Social Research Methods Series (Vol. 49). Thousand Oaks, CA: Sage publications.
  • López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers and Education, 56(3), 818-826.
  • Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.
  • Motteram, G. (2006). ‘Blended’education and the transformation of teachers: a long‐term case study in postgraduate UK Higher Education. British Journal of Educational Technology, 37(1), 17-30.
  • Nor, A. S. M. & Kasim, N. A. A. (2015). Blended Learning Web Tool Usage among Accounting Students: A Malaysian Perspective. Procedia Economics and Finance, 31, 170-185.
  • Osgerby, J. (2013). Students' perceptions of the introduction of a blended learning environment: An exploratory case study. Accounting Education, 22(1), 85-99.
  • Osguthorpe, T. R. & Graham, C. R. (2003). Blended learning environments: Definitions and directions. Quarterly Review of Distance Education, 4(3), 227-233.
  • O'Toole, J. M. & Absalom, D. J. (2003). The impact of blended learning on student outcomes: Is there room on the horse for two?. Journal of Educational Media, 28(2-3), 179-190.
  • Özarslan, Y. (2008). Uzaktan eğitim uygulamaları için açık kaynak kodlu öğrenme yönetim sistemleri. XIII. Türkiye'de İnternet Konferansı, ODTÜ, Ankara, 55-60.
  • Paulsen, M. F. (2002). Online Education Systems: Discussion and Definition of Terms, NKI Distance Education.
  • Picciano, A. G., Dziuban, C. D., & Graham, C. R. (2013). Blended learning: Research perspectives (Vol. 2). Routledge.
  • Poon, J. (2012). Use of blended learning to enhance the student learning experience and engagement in property education. Property management, 30(2), 129-156.
  • Rothstein, H. R., Sutton, A. J., & Borenstein, M. (Eds.). (2005). Publication bias in meta-analysis: Prevention, assessment and adjustments. West Sussex: John Wiley ve Sons.
  • Saliba, G., Rankine, L., & Cortez, H. (2013). Fundamentals of blended learning. University of Western Sydney.
  • Sharpe, R., Benfield, G., Roberts, G., & Francis, R. (2006). The undergraduate experience of blended elearning: A review of UK literature and practice. York, UK: The Higher Education Academy. Retrieved from http://www.heacademy.ac.uk/assets/documents/teachingandresearch/Sharpe_Benfield_Roberts_Francis.pdf
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Harmanlanmış Öğrenmenin Akademik Başarı Üzerine Etkisi: Bir Meta-Analiz Çalışması

Year 2018, Volume: 33 Issue: 3, 776 - 802, 31.07.2018

Abstract

Bu araştırmanın amacı Türkiye’de harmanlanmış öğrenmenin öğrencilerin akademik başarılarına etkisini inceleyen 2000-2016 yılları arasında yürütülen deneysel çalışma sonuçlarının meta-analiz metodu ile birleştirilmesidir. Harmanlanmış öğrenmenin Türkiye bağlamında geçerliğinin incelenmesi Türkiye alan yazını ve öğretim süreçleri bakımından önem arz etmektedir. Araştırma tek grup incelemesi ile harmanlanmış öğrenmenin akademik başarı üzerine genel etkisini ortaya koymasının yanında harmanlanmış öğrenme-yüz yüze öğrenme, harmanlanmış öğrenme-çevrim içi öğrenme, harmanlanmış öğrenme-farklı yöntemlerle zenginleştirilmiş harmanlanmış öğrenme karşılaştırmalarını ve alt grup analizlerini de içermektedir. Harmanlanmış öğrenmenin akademik başarı üzerine genel etkisine yönelik hesaplanan 3.114 Cohen d değerinin eta-kare karşılığı .708’dir. Bu değer 1064 öğreneni kapsayan 32 deneysel çalışmanın sonuçlarına göre harmanlanmış öğrenmenin öğrenen başarısı üzerinde güçlü düzeyde ve %70.8’lik bir katma değere sahip olduğunu göstermektedir. Diğer yandan yapılan analizler neticesinde harmanlanmış öğrenmenin yüz yüze öğrenme ve çevrim içi öğrenmeye kıyasla öğrenci başarısında daha olumlu sonuçlar ortaya koyduğu belirlenmiştir. Ayrıca, farklı yöntemlerle zenginleştirilmiş harmanlanmış öğrenmenin alışılagelen harmanlanmış öğrenmeye nazaran öğrenci başarısı üzerinde daha olumlu bir etkiye sahip olduğu belirlenmiştir. Bu da, harmanlanmış öğrenmenin güncel yaklaşımlar ile de bir arada etkin bir biçimde kullanılabileceğine işaret etmektedir. Araştırma kapsamında elde edilen sonuçlara yönelik önerilerde bulunulmuştur.

References

  • Aydın, C. Ç. & Biroğul, S. (2008). E-öğrenmede açık kaynak kodlu öğretim yönetim sistemleri ve Moodle. International Journal of Informatics Technologies, 1(2).
  • Batdı, V. (2014). Harmanlanmış Öğrenme Ortamlarının Öğrencilerin Akademik Başarılarına Etkisi: Bir Meta-Analiz Çalışması. Journal of the Institute of Social Sciences Cankiri Karatekin University/Cankiri Karatekin Üniversitesi Sosyal Bilimler Enstitusu Dergisi, 12(1).
  • Bath, D. & Bourke, J. (2010). Getting started with blended learning. GIHE.
  • Bielawski, L. & Metcalf, D. S. (2003). Blended elearning: Integrating knowledge, performance, support, and online learning. Human Resource Development.
  • Bliuc, A. M., Goodyear, P., & Ellis, R. A. (2007). Research focus and methodological choices in studies into students' experiences of blended learning in higher education. The Internet and Higher Education, 10(4), 231-244. doi:10.1016/j.iheduc.2007.08.001
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex, UK: John Wiley.
  • Boyle, T., Bradley, C., Chalk, P., Jones, R., & Pickard, P. (2003). Using blended learning to improve student success rates in learning to program. Journal of educational Media, 28(2-3), 165-178.
  • Chen, D. G. D. & Peace, K. E. (2013). Applied meta-analysis with R. Boca Raton, London, New York: CRC Press.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2. edition). Hillsdale, NJ: Lawrence Earlbaum Associates.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th Edition). New York: Routledge.
  • Cooper, H., Hedges, L. V., & Valentine, J. C. (2009). The handbook of research synthesis and metaanalysis (2nd edition). New York: Russell Sage Publication.
  • Delialioğlu, Ö. (2004). Melez (hibrit) öğretimin bir bilgisayar ağları dersindeki belirli bilişsel ve duyuşsal öğrenme çıktıları üzerindeki etkinliği. Yayınlanmamış doktora tezi, ODTÜ, Eğitim Bilimleri Enstitüsü.
  • Driscoll, M. (2002). Blended learning: Let's get beyond the hype. Retrieved from http://www-07.ibm.com/services/pdf/blended_learning.pdf
  • Duval, S. & Tweedie, R. (2000). Trim and fill: a simple funnel‐plot–based method of testing and adjusting for publication bias in meta-analysis. Biometrics, 56(2), 455–463.
  • Dziuban, C., Hartman, J., Juge, F., Moskal, P., & Sorg, S. (2006). Blended learning enters the mainstream. The handbook of blended learning: Global perspectives, local designs, 195, 206.
  • Ekwunife-Orakwue, K. C. & Teng, T. L. (2014). The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments. Computers & Education, 78, 414-427.
  • Finn, A. & Bucceri, M. (2004). A case study approach to blended learning, Centra Software, Inc.
  • Friesen, N. (2012). Report: Defining blended learning. 29 Eylül 2016, http://learningspaces. org/papers/Defining_Blended_Learnin g_NF.
  • Garnham, C. & Kaleta, R. (2002). Introduction to hybrid courses. Teaching with technology today, 8(6), 1-2.
  • Garrison, D. R. & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.
  • Gecer, A. (2013). Lecturer-Student Communication in Blended Learning Environments. Educational Sciences: Theory and Practice, 13(1), 362-367.
  • Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C.J. Bonk ve C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 3-21). San Francisco, CA: Pfeiffer.
  • Güler, B. (2013). Karma öğrenme yönteminin ilköğretim fen ve teknoloji öğretmen adaylarının teknolojiye yönelik tutumlarına ve özdüzenleme ve bilimsel süreç becerilerine etkisi. Yayımlanmamış yüksek lisans tezi. Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.
  • Hara, N. & Kling, R. (1999). Students’ frustrations with a web-based distance education course. First Monday, 4(12).
  • Harding, A., Kaczynski, D., & Wood, L. (2005). Evaluation of blended learning: analysis of qualitative data. In Proceedings of uniserve science blended learning symposium, 56-61.
  • Herloa, D. (2015). Improving Efficiency of Learning in Education Master Programs, by Blended Learning. Procedia-Social and Behavioral Sciences, 191, 1304-1309.
  • Heterick, B. & Twigg, C. (Şubat 2003). The Learning MarketSpace. 5 Ocak 2017, http://www.center.rpi.edu/LForum/LM/Feb03.html.
  • Higgins, J. & Thompson, S. G. (2002). Quantifying heterogeneity in a meta‐analysis. Statistics in medicine, 21(11), 1539-1558.
  • Horn, M. B. & Staker, H. (2011). The rise of K-12 blended learning. Innosight institute.
  • İşman, A. (2011). Uzaktan eğitim. Pegem Akademi.
  • Jonas, D. & Burns, B. (2010). The transition to blended e-learning. Changing the focus of educational delivery in children's pain management. Nurse Education in Practice, 10(1), 1-7.
  • Karaman, S., Özen, Ü., Yıldırım, S., & Kaban, A. (Şubat). Açık kaynak kodlu öğretim yönetim sistemi üzerinden internet destekli (Harmanlanmış) öğrenim deneyimi. Akademik Bilişim Konferansı 2009’da sunulan bildiri, Harran Üniversitesi, Şanlıurfa.
  • Kashefi, H., Ismail, Z., & Yusof, Y. M. (2012). The Impact of Blended Learning on Communication Skills and Teamwork of Engineering Students in Multivariable Calculus. Procedia-Social and Behavioral Sciences, 56, 341-347.
  • Kaya, Z. (2014). Harmanlanmış öğrenmenin fen bilgisi öğretmen adaylarının küresel ısınma konusundaki teknolojik pedagojik alan bilgisi ve sınıf içi öğretim becerilerinin geliştirilmesi üzerine etkisi. Yayımlanmamış doktora tezi. Fırat Üniversitesi, Eğitim Bilimleri Enstitüsü, Elazığ.
  • Kirişçioğlu, S. (2009). Fen laboratuvar derslerinde harmanlanmış öğrenme etkinliğinin çeşitli boyutlarda incelenmesi. Yayınlanmamış yüksek lisans tezi. Celal Bayar Üniversitesi, Fen Bilimleri Enstitüsü, Manisa.
  • Kocaman Karoğlu, A., Kiraz, E., & Özden, M. Y. (2014). Yükseköğretimde karma bir dersin tasarımında iyi uygulama ilkeleri. Education ve Science/Egitim ve Bilim, 39(173).
  • Lenhard, W. & Lenhard, A. (2016). Calculation of Effect Sizes. available: https://www.psychometrica.de/effect_size.html Bibergau (Germany): Psychometrica. DOI: 10.13140/RG.2.1.3478.4245
  • Lim, D. H. & Morris, M. L. (2009). Learner and instructional factors influencing learning outcomes within a blended learning environment. Educational Technology ve Society, 12(4), 282-293.
  • Lipsey, M. W. ve Wilson, D. B. (2001). Practical meta-analysis. Applied Social Research Methods Series (Vol. 49). Thousand Oaks, CA: Sage publications.
  • López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers and Education, 56(3), 818-826.
  • Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.
  • Motteram, G. (2006). ‘Blended’education and the transformation of teachers: a long‐term case study in postgraduate UK Higher Education. British Journal of Educational Technology, 37(1), 17-30.
  • Nor, A. S. M. & Kasim, N. A. A. (2015). Blended Learning Web Tool Usage among Accounting Students: A Malaysian Perspective. Procedia Economics and Finance, 31, 170-185.
  • Osgerby, J. (2013). Students' perceptions of the introduction of a blended learning environment: An exploratory case study. Accounting Education, 22(1), 85-99.
  • Osguthorpe, T. R. & Graham, C. R. (2003). Blended learning environments: Definitions and directions. Quarterly Review of Distance Education, 4(3), 227-233.
  • O'Toole, J. M. & Absalom, D. J. (2003). The impact of blended learning on student outcomes: Is there room on the horse for two?. Journal of Educational Media, 28(2-3), 179-190.
  • Özarslan, Y. (2008). Uzaktan eğitim uygulamaları için açık kaynak kodlu öğrenme yönetim sistemleri. XIII. Türkiye'de İnternet Konferansı, ODTÜ, Ankara, 55-60.
  • Paulsen, M. F. (2002). Online Education Systems: Discussion and Definition of Terms, NKI Distance Education.
  • Picciano, A. G., Dziuban, C. D., & Graham, C. R. (2013). Blended learning: Research perspectives (Vol. 2). Routledge.
  • Poon, J. (2012). Use of blended learning to enhance the student learning experience and engagement in property education. Property management, 30(2), 129-156.
  • Rothstein, H. R., Sutton, A. J., & Borenstein, M. (Eds.). (2005). Publication bias in meta-analysis: Prevention, assessment and adjustments. West Sussex: John Wiley ve Sons.
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Details

Primary Language Turkish
Journal Section Makaleler
Authors

Sevilay Çırak Kurt 0000-0001-8951-8727

İbrahim Yıldırım 0000-0002-4137-2025

Eyüp Cücük 0000-0003-2660-8009

Publication Date July 31, 2018
Published in Issue Year 2018 Volume: 33 Issue: 3

Cite

APA Çırak Kurt, S., Yıldırım, İ., & Cücük, E. (2018). Harmanlanmış Öğrenmenin Akademik Başarı Üzerine Etkisi: Bir Meta-Analiz Çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(3), 776-802.